Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

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First-Year Programs

, research practices of engineering schol- ars, and how libraries can reshape their services in the world of information overload.Dr. Kate Mercer, University of Waterloo Kate Mercer has been the liaison librarian for Systems Design Engineering, Electrical & Computer Engi- neering and Earth & Environmental Sciences at the University of Waterloo since 2015. Kate’s main duties include providing instruction and research services to students, faculty and staff. Kate graduated with a MI from the University of Toronto in 2011, andcompleted her PhD at the University of Waterloo’s School of Pharmacy. Most of Kate’s publication history revolves around how health and technology interact, and her primary research focus is on

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

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First-Year Programs

Paper ID #30124An Autoethnography: Outcomes from Faculty Engagement in CourseDevelopment in a Large First-Year Engineering ProgramDr. Holly M Matusovich, Virginia Tech Dr. Holly M. Matusovich is an Associate Professor in the Department of Engineering Education. She is current the Assistant Department Head for Undergraduate Programs and the former Assistant Department Head for Graduate Programs in Virginia Tech’s Department of Engineering Education. Dr. Matusovich is recognized for her research and practice related to graduate student mentoring. She won the Hokie Supervisor Spotlight Award in 2014, was nominated for a

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

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First-Year Programs

arecommonly considered successful. A large number of studies in education research haveaddressed the attrition phenomena and the factors affecting graduation rates. Representativeexamples include the works by Spady [1], Tinto [2], and Bean [3], that established a baseknowledge on the reasons why students leave and became seminal works for dozens ofsubsequent publications on the subject. Studies have found that the level of success experiencedby first-year students significantly impacts the rest of their academic life [4].Engineering programs offered at the University of Puerto Rico at Mayaguez (UPRM) College ofEngineering (CoE) are five-year long. Longitudinal data obtained for over one decade denotes asustained high retention rate for first-year

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago

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Diversity

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First-Year Programs

research. Cambridge University Press, 2014.[23] B. Yoder, “Going the distance in engineering education: Best practices and strategies for retaining engineering, engineering technology, and computing students,” in American Society for Engineering Education, 2012.[24] L. Tsui, “Effective strategies to increase diversity in STEM fields: A review of the research literature,” J. Negro Educ., pp. 555–581, 2007.[25] J. D. Bransford, A. L. Brown, R. R. Cocking, and others, How people learn, vol. 11. Washington, DC: National academy press, 2000.[26] H. Darabi, E. Douzali, S. Harford, P. Nelson, and F. Karim, “Beyond Grade Point Average and Standardized Testing: Incorporating a Socio-Economic Factor in Admissions

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Asefeh Kardgar, Purdue University, West Lafayette

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First-Year Programs

course, where information visualization is a key component, doesimplementing an empirically derived rubric, take home quiz and readings about infographicsimprove students’ scores compared to only providing an infographic template? This studycompared 42 infographics from fall 2015 and 50 from fall 2016. These data were analyzed byone graduate student who scored all 92 samples. This study was done after the pilot study, oncethe researcher had already negotiated with another graduate student to reduce the risk of bias. Weconducted a hypothesis test to determine whether the structured testing impacted the score andimproved them from 2015. To best test this theory, we used the difference in means in the twopopulations to see if, on average, the

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

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Diversity

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First-Year Programs

received a Ph.D. in Chemical Engineeringin 1993 from the University of Michigan. Joe began teaching at California State University, Chico in1998 after a 14-year career with General Motors Corporation in Detroit, Michigan. His research inter-ests include biobased and biodegradable polymers, recycled plastics, marine biodegradation testing, andanaerobic digestion. c American Society for Engineering Education, 2020 Assessing a Summer Engineering Math and Projects Bootcamp to Improve Retention and Graduation Rates in Engineering and Computer ScienceThis complete Evidence-Based Practice paper discusses the efforts made to increase four-yearand six-year graduation rates of students

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

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Diversity

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First-Year Programs

friends [4]. One factorwhich has been shown to help students through this transition is a sense of belonging, and linkshave been shown between summer bridge programs and increasing this sense of belonging [6].Summer bridge programs have been shown to be an effective practice for decreasing attrition inSTEM students, especially URM students [7].Mentoring and Peer NetworksA student’s level of involvement in both the academic and social realms of college can mean thedifference between staying in college and leaving [8]. Research clearly outlines that a student’sinteraction with their peers, faculty and staff is one of the strongest predictors of persistence [8],[9]. Moreover, peer and faculty mentoring can positively impact academic success

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

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Diversity

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First-Year Programs

system.Ms. Abigail T Stephan, Clemson University Abby is a doctoral student in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings, self-directed learning, and cultural influ- ences on the learning process. Abby currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their develop- ment of self-regulation and time management skills, effective learning strategies, and positive habits of mind.Laurel Whisler, Clemson University Laurel Whisler is Assistant Director and Coordinator of Course Support Programs in Clemson Univer- sity’s

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Jason Immekus, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

that a value interest intervention may increase retentionfor students who receive a C in mathematics in their first semester at the J. B. Speed School ofEngineering. Curricular ways to improve interest in engineering include design-based learningexperiences, introducing current real-world engineering challenges, and connecting students topotential employers. Future work will include identifying or designing an interest interventionand measuring its impact with a controlled research design.In addition to designing an interest intervention for C-students, we plan to do several moreanalyses to get a better understanding of factors that influence retention at our engineeringschool. We will look in more detail at the relationship between test

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs

impact practice.) With 90% or more of student respondentsindicating they have strengthened their desire to pursue an engineering degree, feel moreconnected to CSU Walter Scott, Jr. College of Engineering, and would recommend the SUREprogram to their fellow students, CSU has designated SURE as a high priority program tocontinue to fund in future years. While faculty input was not statistically significant, results didshow a strong interest in continued participation in the SURE program, with some faculty evenwilling to foot part of the bill for their SURE student in the future.Additional observations:While many students are willing to volunteer in research labs in order to get experience, bypaying the students for their research hours, SURE is

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk DeCosta, Northwestern University; Kathleen Carmichael, Northwestern University; Lisa M. Davidson, Northwestern University; Ordel Brown, Northwestern University; Elise Gruneisen, Northwestern University

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Diversity

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First-Year Programs

, ethnicity, gender, first-generation status, national origin). Informed by the context surrounding our inquiry, this wouldhave allowed us to observe any differences in pre-college knowledge and experience, learningoutcome achievement, and role rotations. Going forward, researchers hope to increase thesurvey response rates to more closely examine the role of minoritized identities in students’experiences across control and experimental sections.References[1] J. Peters, “Designing Inclusion into engineering education: A fresh, practical look at how diversity impacts on engineering and strategies for change,” Royal Academy of Engineering, London, UK. July 2018.[2] C. Leicht-scholten, A. Weheliye, and A. Wolffram, “Institutionalization

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

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First-Year Programs

been recognized as a Graduate Studies student spotlight recipient and teaching scholar. Jordan studies learning in authentic, real-world conditions utilizing Design-Based Research methodologies to investigate design learning and social engineering, in which he studies urban planners who design real-world interventions for commu- nities and students who use design to learn. A member of the Grand Portage Band of the Lake Superior Chippewa Jordan obtained both his Masters of Community & Regional Planning and Bachelor of Media Arts from the University of New Mexico in Albuquerque where he lives with his wife and three daughters. c American Society for Engineering Education, 2020 A

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

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First-Year Programs

College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer S Mullin, UC Davis

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First-Year Programs

through maker activities [9], [10], [11], [12], [13], [14], [15], [16]. 2Jordan and Lande’s [17] research highlights the common technical problem-solving practicesbetween adult makers and working engineers. Given the learner-centered creative technicalproblem-solving fundamentals, they make a compelling case for making activities inundergraduate engineering education. Preliminary studies of making in undergraduateengineering education are promising as these activities may appeal to a broader diversity ofstudents [18] [19].Physical Computing Design Solutions for FarmersMain objectives of the open-ended team-based Physical Computing Design

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

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Diversity

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First-Year Programs

-relianceand critical thinking skills of the participants. The authors also believe that this enhancement ofknowledge and skills will be a necessary component for all future bridge camps developed byND EPSCoR. ND EPSCoR is planning to conduct four bridge camps during the summer of 2020and will continue to refine the camp and track participants throughout their academic careers. Insubsequent research, in an effort to determine the overall impact of these camps, ND EPSCoRwill compare the college matriculation rates of the bridge camp participants to the collegematriculation rates of all AI high school graduates in ND.AcknowledgmentsThe development and implementation of the ND EPSCoR NATURE bridge camp was madepossible through funding provided by NSF

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

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Diversity

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First-Year Programs

Engineering Educa- tion.Dr. Sophia T Santillan, Duke University Sophia Santillan joined Duke as an assistant professor of the practice in summer 2017. As a STEM teacher and professor, she is interested in research in student learning and classroom practice. After earning her bachelor’s, master’s, and doctoral degrees from Duke, Santillan taught at the United States Naval Academy as an assistant professor. She has also worked at the high school level, where she taught across the four-year math curriculum, including advanced courses. She also designed, proposed, and taught two introductory engineering courses for high school students.Michael Rizk, Duke UniversityDr. Jessica Sperling Dr. Sperling is an applied social

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

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First-Year Programs

Paper ID #30932Engineering State of Mind Instrument: A tool for self-assessmentDr. Jamie R Gurganus, University of Maryland, Baltimore County Dr. Jamie Gurganus works in the Mechanical Engineering Department at UMBC, focusing in the field of Engineering Education. She serves as the Associate Director of Engineering Education Initiatives for the College of Engineering and IT at UMBC and recently as Co-Director of Advancing Engineering Ed- ucation Excellence (AEEE). Her research is focused on solving problems relating to educating engineers, teachers, and the community. She seeks to identify best practices and develop

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catalina Cortazar, P. Univ. Católica de Chile

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Diversity

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First-Year Programs

Paper ID #29434Teaching human-center design to engineers: continuous improvement in acornerstone courseProf. Catalina Cort´azar, P. Univ. Cat´olica de Chile Catalina Cort´azar is an Adjunct Assistant Professor at DiLab the Design initiative at the School of Engi- neering at Pontificia Universidad Cat´olica de Chile. Catalina holds a bachelor degree in Civil Engineering, with concentration in Structural Design. After graduating and working at an Engineering firm in Chile, Catalina completed a master’s degree in media studies at The New School, and a MFA in Design and Technology @ Parsons The New School for Design

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

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First-Year Programs

enables designers and others withinenterprise level organizations to address a wide range of complex business and social issues. Ineducation, it enables students to learn from a practical approach before they become designcandidates; and bridge a skills gap that IBM is currently witnessing exists with graduates comingfrom design related programs.Business and social solutions are derived by first understanding the problem and identifying themost impacted needs (emotionally- and efficiency-based) that a problem creates. EDTencompasses three principles: a focus on user outcomes, diverse empowered teams, and restlessreinvention [9]. These principles that mirror the DNA of Agile methodology taught to engineers –clarity of outcomes, self-directed teams

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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First-Year Programs

Institute and State University Dr. Holly M. Matusovich is an Associate Professor in the Department of Engineering Education. She is current the Assistant Department Head for Undergraduate Programs and the former Assistant Department Head for Graduate Programs in Virginia Tech’s Department of Engineering Education. Dr. Matusovich is recognized for her research and practice related to graduate student mentoring. She won the Hokie Supervisor Spotlight Award in 2014, was nominated for a Graduate Advising Award in 2015, and won the 2018 Graduate Student Mentor Award for the College of Engineering. Dr. Matusovich has gradu- ated 10 doctoral students since starting her research program in Spring 2009. Dr. Matusovich co-hosts

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

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First-Year Programs

andapplying them to a larger problem for the first time. A similar reflective assignment will be givento the seniors prior to facilitating their first recitation section based on that described in Neubertet al. (2013). As the recitation sessions occur throughout the semester, a class period on thistraining will be less beneficial. Instead, the instructors will also provide senior students with a‘tip sheet’ about best practices in running the recitation, focusing on how to engage and supportthe students in the recitation.Survey Design: The survey instrument employed to measure student outcomes (engineeringidentity) was developed by Dr. Allison Godwin (2016). Her tool focuses on engineering identityvia quantitative measurement. The three key constructs

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

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Entrepreneurship & Engineering Innovation, First-Year Programs

to measure students’ self-evaluation of their participation and potential distractions during the learning activity.Since 2017, the StRIP instrument has been completed by more than 1,000 students in US universityengineering programs. Seventeen engineering faculty have also been interviewed by researchers[14]. While many students embrace active learning and report positive learning experiences [15-17], the evidence-based results have also revealed a few reasons for their resistance. One of themajor concerns was lack of motivation. In other words, some students would not see the value inthe new learning techniques. Additionally, distraction coming from the internet or social mediasometimes negatively impacts their learning efficiency. It

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

-locatedmeetings among the researchers, categories were iteratively compared to identify themes relatedto the students’ perspectives, as suggested in [21]. The resulting themes were developed into acodebook [4].Quantitative Survey DevelopmentIn order to reach a broader population and gather more data, a survey was developed. Followingthe exploratory sequential study design, the qualitative findings were used to inform the contentof the survey. To first develop the survey, the authors of the paper worked independently andwrote several items pertaining to each theme in the codebook. The authors then worked togetherto edit the items and narrow it down to five items per theme, considering the best practices ofsurvey development: ensuring wording was clear

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

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Diversity

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First-Year Programs

Paper ID #30812Extended Exam Wrappers: A Comparison of Approaches in a LearningStrategies CourseMs. Abigail T Stephan, Clemson University Abby is a doctoral student in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings, self-directed learning, and cultural influ- ences on the learning process. Abby currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their develop- ment of self-regulation and time management skills, effective

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Andrew I. Neptune, Clemson University

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First-Year Programs

-year engineering students. Andrew has had the opportunity to support the General Engineering Learning Community (GELC) and the Boyd Scholar program in University Suc- cess Skills course. His doctoral degree is in Civil Engineering with research interests in Optimization of Porous Pavements based on Aggregate Structure. c American Society for Engineering Education, 2020 Peer Sharing Presentations in a First-Year Engineering Learning Strategies CourseAbstractThis Complete Evidence-Based Practice paper details the use of peer sharing presentations in alearning strategies course designed for first-year engineering students. The learning strategiescourse is a component of

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge R. Lara, Texas A&M University; Mark Weichold, Texas A&M University; Patrick Linke, Texas A&M University at Qatar

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First-Year Programs

titled programs, for ABET, He is a member of the Board of Governorsof Habib University and Chair of its Academic Committee.Dr. Patrick Linke, Texas A&M University QatarDr. Linke is the Executive Director, Office of Graduate Studies, Texas A&M University at Qatar(TAMUQ), Program Chair of the Chemical Engineering Program, Texas A&M University at Qatar(TAMUQ), Professor of Chemical Engineering, Texas A&M University at Qatar (TAMUQ),Doha, Qatar. Dr. Linke is The Qatar Shell Professor for Energy and Environment of TAMU Qatarwith a mandate to engage around energy and environmental topics in research, teaching and raisingawareness of sustainability issues. He is Co-founder of Humanitarian Engineering workshops incooperation with the

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Abiade, University of Illinois at Chicago; Joanne Moliski, University of Illinois at Chicago

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Diversity

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First-Year Programs

]. In a survey of Canadian college students, Sandhu et al. found thatamong those affected, there was significant impact on their academic performance with stress (~42%), anxiety (~ 33%), and depression (~21 %) being causes of MED related poor academic [3].While considerable research has been done on undergraduate student wellbeing, very few studiesspecifically target the impact of MED on engineering students.Foremost among the findings of studies on MED in undergraduate is that stigma related to MEDis a barrier to students seeking help [1]. In the design of our program we considered that stigmamay be especially acute for engineering students. Many engineers valorize the toughness ofengineering programs and celebrate high attrition as a sign

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

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First-Year Programs

Paper ID #30254Employment of Active Learning Pedagogy Throughout a Makerspace-Based,First-Year Introduction to Engineering CourseMr. Nicholas Hawkins, University of Louisville Nicholas Hawkins is a Graduate Teaching Assistance in the Engineering Fundamentals Department at the University of Louisville. A PhD student in Electrical and Computer Engineering, he received both his B.S. and M. Eng. from the University of Louisville in the same field. His research interests include power electronics and controls, as well as engineering education for first-year students.Dr. James E. Lewis, University of Louisville James E. Lewis

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

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First-Year Programs

interest inengineering. Not only do makerspaces offer chances for young students to engage in engineeringendeavors in creative ways, but makerspaces have shown great potential in addressing broadergoals of education, such as the augmentation of first-year engineering student retention. Much ofthe research on makerspace impacts and practices have focused on K-12 and informal education.Little is known about how a well-designed, makerspace-based engineering course can addressbarriers to first-year students’ persistence in engineering, such as the interest in engineering barrierfocused on in this paper.Research also suggest that the makerspace movement provides a beneficial opportunity forstudent development of interests and identity. The structure of

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

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Diversity

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First-Year Programs

performance (GPA), and community connection(one-year retention) as seen in the Results and Discussion section. These programs are acombination of new and old initiatives whose mutual support lays the foundation for the holisticapproach to student support that OSDS is striving to achieve. These programs include: • Engage ME! (Multicultural Engineers) • WE Engage! (Women in Engineering) • Maximizing Academic and Professional Success (MAPS) Coaching and Mentoring • Engineering Freshman Learning Community (EFLC)Regular, consistent assessment and evaluation of academic success and retention metrics throughthese initiatives will allow us to narrow the strategic focus of each program to develop a commonset of complimentary best practices